基于Web2.0的混合学习促进高职学生协作学习能力发展的实证研究  

Research on the Web2.0-based Blended Learning to Promote Collaborative Learning Capacity Development of Higher Vocational College Students

作　　者：金一强[1] 

机构地区：[1]广东外语艺术职业学院信息技术系,广东广州510640

出　　处：《中国电化教育》2014年第12期139-145,共7页China Educational Technology

基　　金：广东省教育科学"十二五"规划2012年度课题"基于云服务支持的混合学习案例研究"(课题编号:12JXN034);广东省高等学校优秀青年教师培养计划资助项目(项目编号:Yq2013168)的阶段性成果

摘　　要：为探索在高职教育中采用基于Web2.0的混合学习促进学生协作能力发展的规律,该研究选择《科学技术概论》课程为例开展实证研究。研究过程包括学习需求识别与定义、学习计划和测量策略制定、学习内容选择与确定、研究计划执行和评价等阶段,其中运用了问卷调查、内容分析、小组报告等方法。研究结果显示:基于Web2.0的混合学习高度契合高职灵活性教学安排的特性,对高职具有特殊意义;基于Web2.0的混合学习能够促进学生个体知识掌握和小组协作知识建构,但是需要精心设计的分组策略、严密的过程监控指导和评价方式的变革。To explore the law of Web2.0-based blended learning to promote collaborative learning capacity development of vocational students, the paper selects ＂Science and Technology Studies＂ course as an example to carry out empirical research. Research process includes ＂learning needs identification and definition＂, ＂learning plans and measurement strategy development＂, ＂learning content selection and determination＂, ＂research program implementation and evaluation＂ phases, which used a survey, content analysis, the group Reporting Act. The results show： Web2.0-based blended learning highly fit the characteristics of higher vocational flexible teaching arrangements; Web2.0-based blended learning can promote students＇ self-knowledge to master and group collaborative knowledge building; Successful blended learning requires a well-designed grouping strategy, process guidance and evaluation methods of reform.

关 键 词：WEB2.0 混合学习 高职学生 协作学习 

分 类 号：G434[文化科学—教育学]